Relevant bibliographies by topics / Mathematics Interdisciplinary approach in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics Interdisciplinary approach in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mathematics Interdisciplinary approach in education"

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Cecchini, Jose A., and Alejandro Carriedo. "Effects of an Interdisciplinary Approach Integrating Mathematics and Physical Education on Mathematical Learning and Physical Activity Levels." Journal of Teaching in Physical Education 39, no. 1 (2020): 121–25. http://dx.doi.org/10.1123/jtpe.2018-0274.

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Purpose: New ways of teaching have been under consideration over the last decade. Thus, this study aims to examine the effects of an interdisciplinary educational approach integrating physical education and mathematics on light and moderate–vigorous physical activity (PA), sedentary behavior, and learning subtraction.Method: Forty-six first-grade students (Mage = 76.98 ± 3.74 months) wore an accelerometer for 4 weeks to measure their PA levels. For 3 weeks, one group (n = 23) attended their physical education and mathematic lessons separately according to the traditional curriculum development
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Chira, Rodica-Gabriela. "From mathematics to literature – an interdisciplinary approach." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 19–34. http://dx.doi.org/10.29302/jolie.2019.12.1.2.

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Multi-, inter- and transdisciplinary approaches function as the key to adapt to the new challenges of our continuously changing world. Despite the deepening gap and the unequal fight between soft and hard sciences, the former have not lost their importance in interdisciplinary approaches. In this respect, Edwin A. Abbott’s Flatland (2003) becomes particularly revealing. Passed into oblivion shortly after its publication, the novel was rediscovered after Einstein’s demonstration of the theory of relativity and following the development of scientific research involving quantum mechanics. As a te
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Tytler, Russell, Joanne Mulligan, Vaughan Prain, et al. "An interdisciplinary approach to primary school mathematics and science learning." International Journal of Science Education 43, no. 12 (2021): 1926–49. http://dx.doi.org/10.1080/09500693.2021.1946727.

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Rogora, Enrico, and Francesco Saverio Tortoriello. "Interdisciplinarity for Learning and Teaching Mathematics." Bolema: Boletim de Educação Matemática 35, no. 70 (2021): 1086–106. http://dx.doi.org/10.1590/1980-4415v35n70a25.

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Abstract Complex problems need interdisciplinary approaches. Thinking in an interdisciplinary way asks for changes in learning and teaching and hence in our views on pedagogical problems. An interdisciplinary approach could provide a new framework also for dealing with disciplinary didactical problems. In this paper, we propose a methodology which we call globally interdisciplinary laboratories as an effective way to practice interdisciplinary teaching at the high school level. We discuss the possibility of applying this methodology to the learning and teaching of mathematics. Globally interdi
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Mestrinho, Nelson, and Bento Cavadas. "Innovation in Teacher Education: An Integrative Approach to Teaching and Learning Science and Mathematics." Proceedings 2, no. 21 (2018): 1343. http://dx.doi.org/10.3390/proceedings2211343.

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CreativeLab_Sci&Math is a project set by the Department of Mathematical and Natural Sciences of Polytechnic Institute of Santarém / School of Education, with the purpose of promoting innovative teaching of science and mathematics, involving students in interdisciplinary activities that connect content and processes of knowledge from both areas, using inquiry-based learning and the 6E teaching model.
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Karakus, Memet, and Melis Yesilpinar Uyar. "The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education." Journal of Education and Learning 7, no. 2 (2017): 65. http://dx.doi.org/10.5539/jel.v7n2p65.

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The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain inter
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Gürbüz, Ramazan, and Muammer Çalık. "INTERTWINING MATHEMATICAL MODELING WITH ENVIRONMENTAL ISSUES." Problems of Education in the 21st Century 79, no. 3 (2021): 412–24. http://dx.doi.org/10.33225/pec/21.79.412.

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Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive lear
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Kytmanov, Alexey A., Michael V. Noskov, Konstantin V. Safonov, Marina V. Savelyeva, and Victoria A. Shershneva. "Competency-based Learning in Higher Mathematics Education as a Cluster of Efficient Approaches." Bolema: Boletim de Educação Matemática 30, no. 56 (2016): 1113–26. http://dx.doi.org/10.1590/1980-4415v30n56a14.

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Abstract This paper presents the research results of what the process of mathematics tеaching should be under the competency-based approach allowing the development of a university student's mathematical competency. It indicates that integrative structure of mathematical competency containing cognitive, practical, motivational and value-based, reflexive and assessment-based components, updates the polyparadigm approach in teaching mathematics as an open cluster of approaches; their integrated utilization under the leading role of competency-based approach contributes to developing all mathemat
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Demo, Heidrun, Marzia Garzetti, George Santi, and Giulia Tarini. "Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach." Education Sciences 11, no. 5 (2021): 199. http://dx.doi.org/10.3390/educsci11050199.

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In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dial
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Slavinec, Mitja, Boris Aberšek, Dino Gačević, and Andrej Flogie. "MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION." Journal of Baltic Science Education 18, no. 3 (2019): 435–49. http://dx.doi.org/10.33225/jbse/19.18.435.

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Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have t
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Dissertations / Theses on the topic "Mathematics Interdisciplinary approach in education"

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Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.

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Thesis (Ph. D.)--Illinois State University, 2000.<br>Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.
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Rossiter, Daniel J. "Perceptions of mathematics, science, and technology teachers of an interdisciplinary curriculum in a middle school." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002rossiterd.pdf.

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Choi, Chi-shing Jimmy. "The integration of civic education and mathematics education : a case study in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304713.

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Goldstein, Jaime Elrath. "The integration of children's literature into mathematics." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/JEGoldstein2007.pdf.

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Bayer, John A. "Perceptions of science, mathematics, and technology education teachers on implementing an interdisciplinary curriculum at Blaine Senior High." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bayerj.pdf.

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Jones, Shelly M. Meier Sherry Lynn Blosch. "Characterization of instruction in integrated middle school mathematics and science classrooms." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088024.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 3, 2006. Dissertation Committee: Sherry L. Meier (chair), Beverly S. Rich, Jeffrey E. Barrett, Franzie L. Loepp. Includes bibliographical references (leaves 165-177) and abstract. Also available in print.
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Wallace, Michelle L. Ellerton Nerida F. "Characterization of high school mathematics and physics language genres." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3127139.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.
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Wasman, Deanna G. "An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected mathematics project curriculum /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988711.

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Bledsoe, Ann M. "Implementing the connected mathematics project : the interaction between student rational number understanding and classroom mathematical practices /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074374.

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Miranda, Martins Dominique. "The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107875.

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This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and em
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Books on the topic "Mathematics Interdisciplinary approach in education"

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University, Michigan State, Pearson/Prentice Hall, and Connected Mathematics (Project), eds. Connected mathematics 2.: Teacher's guide. Pearson, 2009.

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Prešić, Slaviša B. Misaona viđenja. Plato, 2001.

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Towler, Alan L. Interfacing math, science, and technology. University of Texas at Austin, Extension Instruction and Materials Center, Division of Continuing Education, 1987.

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Prešić, Slaviša B. Misaona viđenja. Plato, 2001.

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Prešić, Slaviša B. Misaona viđenja. Plato, 2001.

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Martin, Hope. Integrating mathematics across the curriculum. IRI/Skylight Training and Pub., 1996.

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Activities linking science with mathematics, grades K-4. NSTA, 2009.

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Cases on interdisciplinary research trends in science, technology, engineering, and mathematics: Studies on urban classrooms. Information Science Reference, 2013.

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Lansiquot, Reneta D. Cases on interdisciplinary research trends in science, technology, engineering, and mathematics: Studies on urban classrooms. Information Science Reference, 2013.

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Ann, Roper, and Fong Christy, eds. Curriculinks. Creative Publications, 1995.

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Book chapters on the topic "Mathematics Interdisciplinary approach in education"

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Boboňová, Ivana, Soňa Čeretková, Anna Tirpáková, and Dagmar Markechová. "Inclusion of Interdisciplinary Approach in the Mathematics Education of Biology Trainee Teachers in Slovakia." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_17.

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Roth, Wolff-Michael. "Interdisciplinary Approaches in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_82-10.

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Roth, Wolff-Michael. "Interdisciplinary Approaches in Mathematics Education." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_82.

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Roth, Wolff-Michael. "Interdisciplinary Approaches in Mathematics Education." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_82.

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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Doig, Brian, and Julian Williams. "Introduction to Interdisciplinary Mathematics Education." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_1.

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Swanson, David. "Introduction." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_10.

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den Braber, Nelleke, Jenneke Krüger, Marco Mazereeuw, and Wilmad Kuiper. "Mathematics in an Interdisciplinary STEM Course (NLT) in The Netherlands." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_11.

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Gorriz, Maite, and Santi Vilches. "Maths Adds up." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_12.

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Hobbs, Linda, Brian Doig, and Barry Plant. "The Successful Students STEM Project: A Medium Scale Case Study." In Interdisciplinary Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_13.

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Conference papers on the topic "Mathematics Interdisciplinary approach in education"

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Cunska, Aija. "Technology-based Interdisciplinary Approaches to Accelerated Learning of Mathematics." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010473901140121.

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Kazakova, Elena, Marina Kruchek, Elena Moshkina, Olga Sergeeva, and Elena Tikhomirova. "INTERDISCIPLINARY APPROACH TO THE STUDY OF PHYSICS AND MATHEMATICAL ANALYSIS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1046.

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Agirre-Basurko, Elena, Aritz Ruiz-González, Daniel Zuazagoitia Baltar, and Arantza Rico Martinez. "MEASURING AIR QUALITY IN OUR CAMPUS: AN INTERDISCIPLINARY APPROACH TO LEARN MATHEMATICS AND EXPERIMENTAL SCIENCES IN THE PRIMARY EDUCATION DEGREE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0543.

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Martínez-Jiménez, Enrique, Francisco José Cuadrado-Méndez, and Pilar Gómez-Rey. "BRIDGING THE GAP BETWEEN ART AND SCIENCE: AN INTERDISCIPLINARY APPROACH TO THE TEACHING OF MUSIC AND MATHEMATICS WITH PRE-SERVICE TEACHERS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1444.

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Brasili, Simone, and Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.

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The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundam
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Sutapa, Panggung, Yudik Prasetyo, Fatkhurahman Arjuna, and Hadwi Prihatanta. "Differences of Influence of Playing Playdough and Puzzles on Fine Motor Skills and Logical-Mathematical Intelligence in Early Childhood." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.44.

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Vaněk, Vladimír, David Nocar, Jana Škrabánková, and Patrik Kočí. "INTERDISCIPLINARY RELATIONS IN TEACHING MATHEMATICS AND CHEMISTRY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1500.

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Zeidmane, Anda, and Sarmite Cernajeva. "Interdisciplinary approach in engineering education." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773284.

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Mashkova, Irina. "INTERDISCIPLINARY APPROACH IN ECONOMIC EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.036.

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Campos, Helena, Bruna Costa, and Paula Catarino. "MATHEMATICS AND MUSIC: AN INTERDISCIPLINARY PROPOSAL FOR PRIMARY SCHOOL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1428.

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Reports on the topic "Mathematics Interdisciplinary approach in education"

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10183043.

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Educ
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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